This study investigated the effect of concept mapping on students’ academic performance in algebra at senior secondary school level. It is intended to use a different form of teaching mathematics in order to provide a solution to the problems that arise in mathematics teaching and learning. As a quasi experimental study which comprised of SS II students in Ogun State, 165 students in four intact classes were involved in the study. A-50 item multiple choice achievement test on algebra (r = 0.93) and 20 item altitudinal questionnaire (0.78) were administered on the selected sample, where the exercise lasted for 12 weeks. Data analysis was done via Mean, Standard deviation and Multivariate Analysis of Covariance (MANCOVA) at α = 0.05 level of significance. The findings revealed that; there is statistically significant effect of concept mapping on students’ achievement in algebra, there is no statistically significant effect of concept mapping on students’ attitude toward algebra. Based on the findings, it was recommended that concept mapping should be introduced to reduce perpetual underachievement of students in Mathematics in the Nigerian senior secondary schools.

Keywords : Concept Mapping, Academic, Attitude, Performance, Algebra.